AU Library Scholarly Publishing Services: E-books (Aarhus University)
Not a member yet
440 research outputs found
Sort by
The Freedom of a Christian: Enevold Ewald’s Ordo Salutis under the microscope and macroscope
No full textThis dissertation investigates the theology and intellectual context of the Danish Pietist priest, Enevold Ewald (1696–1754), primarily focusing on his understanding of the ordo salutis (order of salvation). By employing a microhistorical analysis of Ewald’s texts—including his 1734 heresy trial transcripts—and situating them within the broader early modern macrosocial context, this study offers both a historical and theological re-examination of Danish Pietism.
The central aim is to challenge the claim that Pietist faith is fundamentally irrational. The analysis is achieved by juxtaposing Ewald’s articulation of the ordo salutis and his subtle adherence to apokatastasis (universal salvation) with the theological and philosophical frameworks of influential German Lutheran contemporaries: Johann Franz Buddeus (1667-1729), Johann Georg Walch (1693-1775), and the universalist Ludwig Gerhard (c. 1680–1738).
The research demonstrates that Ewald\u27s ordo salutis consistently depicts an active, cooperative divine-human response, which is further illuminated by early modern discussions of grace, human nature, and philosophical freedom. Specifically, the study reveals that Pietist-affiliated theologians like Buddeus conceptualized grace as a healing of human nature, upholding notions of divine concurrence that allow for genuine moral improvement and human agency.
The dissertation concludes that Ewald’s universalism, when understood through the lens of Gerhard’s treatise, Kurtzer Begriff des ewigen Evangelii von deren Wiederbringung aller Dinge, harmonizes well with his ordo salutis. The proposed framework portrays divine action not as a break with, but as a working through, human nature to heal it. This intellectually consistent and compelling picture of God’s constant salvific action and the human response effectively neutralizes concerns about the irrationality of Pietist faith. This work thus contributes to the history of Danish Pietism and re-examines the profound theological implications of apokatastasis for the Pietist narrative
Soil-pile interaction for bored cast-in-situ piles in stiff clays
No full textBored cast-in-situ piles are increasingly utilized as a foundation method in Denmark. Previously, driven precast concrete piles were the prevalent choice and are still widely applied. However, due to the construction of buildings in geotechnically challenging regions, the need to minimize noise and vibration in populated areas, and the construction of taller and more intricate structures with substantial loads, there is a gradual transition towards the use of bored cast-in-situ piles.
As the Danish construction industry has primarily relied on driven precast concrete piles, and the Danish National Annex to Eurocode 7 imposes restrictions on the shaft resistance for bored piles, it is necessary to expand the existing knowledge regarding the intricate interaction between the soil and the bored piles along their entire length.
Prior research conducted on bored piles in stiff clay has indicated that the interaction between the soil and the pile along the pile shaft is affected by the installation process, resulting in "locked-in" shear stresses on the pile shaft, also referred to as residual stresses. Furthermore, prior research indicates that the ultimate shaft resistance for bored piles can be predicted through a total stress analysis called the α method and that there is a linkage between the ultimate unit shaft resistance and the undrained shear strength.
The aim of this thesis is to examine the intricate soil-pile interaction along the entire length of bored piles in Danish Eocene clay, which is characterized as a stiff, over-consolidated, and highly plastic clay. The investigation takes place at a designated test site situated in Hinge, Jutland, Denmark. The research focuses on a field-test program involving eight bored piles, with a specific emphasis on understanding the effects of the pile installation process, particularly the residual stresses, and their impact on the mobilization of shaft resistance.
Additionally, the study explores the relationship between the ultimate shaft resistance and undrained shear strength, using the empirical adhesion coefficient known as α, and examines its compliance with the limitations presented in the Danish National Annex to Eurocode 7. The empirical adhesion coefficient, α, was found to be approximately 2.3 to 3.3 times higher than the value specified in the Danish National Annex to Eurocode 7. This indicates that the empirical adhesion coefficient provided in the Danish National Annex to Eurocode 7 may not accurately capture the behaviour of bored piles, emphasizing the need for further consideration and evaluation of this parameter in geotechnical engineering practices.
Lastly, the influence of time on the pile capacity is investigated to gain insight into the behaviour and performance of the piles over extended periods. The axial pile capacity was found to increase with approximately 12 % per log change in time. However, the trend is weak with an R2 value of 0.48 indicating that additional data at various intervals after installation is required to improve the ability to predict the time evolution of pile capacity.
By analysing the results obtained from the static pile loading tests conducted during the study, an analytical model has been developed to determine the distribution of displacements and forces along the shaft of bored piles. This model can accommodate the consideration of residual stresses or exclude them, depending on the specific requirements of the analysis.
Furthermore, based on the soil properties observed in the Eocene clay at the designated test site in Hinge, a method for predicting the mobilised shaft resistance (known as load transfer functions) has been derived. These load transfer functions serve as a valuable tool in everyday practical geotechnical engineering, as they enable engineers to make initial estimations of the distribution of displacements and forces along the shaft of bored piles. This aids in the design and evaluation processes, providing crucial insights for geotechnical engineering projects.
The analysis of the test data obtained from the static pile loading tests revealed that residual stresses have an impact on the response of the piles to loading, specifically influencing the mobilised shaft resistance. Therefore, it is essential to consider these residual stresses when modifying the length, diameter, or other parameters of the piles.
It is worth noting that the residual stresses, although influential in the mobilization of the shaft resistance along the pile, do not impact the overall resistance of bored piles as demonstrated in a pile loading test. These stresses primarily affect the distribution and behaviour of the shaft resistance along the length of the pile.Bored cast-in-situ piles are increasingly utilized as a foundation method in Denmark. Previously, driven precast concrete piles were the prevalent choice and are still widely applied. However, due to the construction of buildings in geotechnically challenging regions, the need to minimize noise and vibration in populated areas, and the construction of taller and more intricate structures with substantial loads, there is a gradual transition towards the use of bored cast-in-situ piles.
As the Danish construction industry has primarily relied on driven precast concrete piles, and the Danish National Annex to Eurocode 7 imposes restrictions on the shaft resistance for bored piles, it is necessary to expand the existing knowledge regarding the intricate interaction between the soil and the bored piles along their entire length.
Prior research conducted on bored piles in stiff clay has indicated that the interaction between the soil and the pile along the pile shaft is affected by the installation process, resulting in "locked-in" shear stresses on the pile shaft, also referred to as residual stresses. Furthermore, prior research indicates that the ultimate shaft resistance for bored piles can be predicted through a total stress analysis called the α method and that there is a linkage between the ultimate unit shaft resistance and the undrained shear strength.
The aim of this thesis is to examine the intricate soil-pile interaction along the entire length of bored piles in Danish Eocene clay, which is characterized as a stiff, over-consolidated, and highly plastic clay. The investigation takes place at a designated test site situated in Hinge, Jutland, Denmark. The research focuses on a field-test program involving eight bored piles, with a specific emphasis on understanding the effects of the pile installation process, particularly the residual stresses, and their impact on the mobilization of shaft resistance.
Additionally, the study explores the relationship between the ultimate shaft resistance and undrained shear strength, using the empirical adhesion coefficient known as α, and examines its compliance with the limitations presented in the Danish National Annex to Eurocode 7. The empirical adhesion coefficient, α, was found to be approximately 2.3 to 3.3 times higher than the value specified in the Danish National Annex to Eurocode 7. This indicates that the empirical adhesion coefficient provided in the Danish National Annex to Eurocode 7 may not accurately capture the behaviour of bored piles, emphasizing the need for further consideration and evaluation of this parameter in geotechnical engineering practices.
Lastly, the influence of time on the pile capacity is investigated to gain insight into the behaviour and performance of the piles over extended periods. The axial pile capacity was found to increase with approximately 12 % per log change in time. However, the trend is weak with an R2 value of 0.48 indicating that additional data at various intervals after installation is required to improve the ability to predict the time evolution of pile capacity.
By analysing the results obtained from the static pile loading tests conducted during the study, an analytical model has been developed to determine the distribution of displacements and forces along the shaft of bored piles. This model can accommodate the consideration of residual stresses or exclude them, depending on the specific requirements of the analysis.
Furthermore, based on the soil properties observed in the Eocene clay at the designated test site in Hinge, a method for predicting the mobilised shaft resistance (known as load transfer functions) has been derived. These load transfer functions serve as a valuable tool in everyday practical geotechnical engineering, as they enable engineers to make initial estimations of the distribution of displacements and forces along the shaft of bored piles. This aids in the design and evaluation processes, providing crucial insights for geotechnical engineering projects.
The analysis of the test data obtained from the static pile loading tests revealed that residual stresses have an impact on the response of the piles to loading, specifically influencing the mobilised shaft resistance. Therefore, it is essential to consider these residual stresses when modifying the length, diameter, or other parameters of the piles.
It is worth noting that the residual stresses, although influential in the mobilization of the shaft resistance along the pile, do not impact the overall resistance of bored piles as demonstrated in a pile loading test. These stresses primarily affect the distribution and behaviour of the shaft resistance along the length of the pile
Kohærensmåder: Et kvalitativt studie af, hvordan elever skaber tekstsammenhæng, når de skriver i dansk i 4. klasse
Full text linkAfhandlingen er et kvalitativt tekststudie, som undersøger, hvordan elever i to 4.-klasser skaber tekstkohærens, når de skriver egne tekster i faget dansk. Tekstanalyserne, som foretages ud fra en tekstlingvistisk og socialsemiotisk forankret analyse, forstås og belyses gennem etnografisk inspirerede fortolkende analyser af, hvordan omstændigheder ved teksternes skrive- og undervisningskontekster og omstændigheder ved eleverne selv har betydning for hvilke måder, eleverne skaber tekstsammenhæng på.
Studiets hovedfund er, at eleverne overordnet skaber indholdsmæssig kohærens i deres tekster på fire forskellige måder – såkaldte kohærensmåder. Måderne betegnes: listetekst, rammetekst, cirkeltekst og enhedstekst (bredde/dybde). Stort set alle studiets case-elever skriver i alle fire kohærensmåder, men de har typisk en til to måder, eller træk fra måderne, som de oftere skriver i. Studiets analyser af teksternes empiriske skrivekontekster viser overordnet, at kontekstuelle omstændigheder ved undervisningen (lærerens konkrete instruktion og støtte og ro/uro i klassen) og omstændigheder relateret til eleverne selv (skriftsprogligt repertoire, finde på indhold, engagement/meningsfuldhed, opfattelse af sig selv som skriver, transskriptionsfærdigheder og muligheder for at kunne fordybe sig) har stor betydning for, hvilke kohærensmåder eleverne skriver i. I nogle tilfælde synes konteksten at have betydning for de forskellige elevers tekster på måder, som minder om hinanden, mens den i andre tilfælde, og oftest, viser sig på forskellige subjektivt betingede måder, således at elever, som fx har modtaget den samme instruktion, tolker denne forskelligt med afsæt i andre kontekstuelle omstændigheder, hvilket betyder, at de i situationen skriver på forskellige måder.
Ud over afhandlingens fund af kohærensmåder og omstændigheder med betydning for elevernes kohærensskabelse bidrager studiet analytisk-teoretisk til, hvordan tekstkohærens kan forstås og undersøges i elevtekster på mellemtrinnet. Studiets viden bidrager desuden med indsigter, som kan understøtte skoler og lærere i at udvikle nye måder at forstå og støtte elever på i deres skriveudvikling med fokus på indholds- og betydningsskabelse
Saving the world, one plate at a time? Accelerating a green consumer behaviour transition in the food market
Full text linkThe PlantPro project aimed at researching the acceleration of an efficient green consumer behaviour transition in the food sector, with a major focus on more plant-rich diets. It is a research project funded by Innovation Fund Denmark which ran from the first of April, 2021 to December, 2024. Social scientists focusing on the food sector from three Danish universities, including Aarhus University, Copenhagen Business School, and the University of Copenhagen, collaborated with 16 partners – sector representatives from large and small companies, retailers, NGO´s, think tanks, and network organisations. As such, the project is unique in its focus on market and behaviour, and the way it brings together a broad range of stakeholders.
The research in the project explored previous and ongoing food sector transitions, consumer-citizen behaviour changes and perception across different segments, and the actions to nudge, inform, or motivate behaviour change in different public and private choice contexts. This research was built on well-studied theories of sector sustainability transitions and social tipping, as well as a broad range of behaviour change theories. Diverse methods were used, ranging from case studies and expert interviews, to repeated representative surveys following trends over time, and experimental online surveys looking at specific mechanisms of change, to finally lab and real-life experiments looking at household, canteen, and supermarket behaviours.
As a practical implication, the project delivers a catalogue of marketing and policy actions that can contribute to accelerating an efficient green consumer behaviour transition in the food sector. We list and describe this catalogue on the next pages.
We have three major conclusions. The first is about the status of change. The second is about the road from here. The third is about the range of actions for both immediate and sustained effects.The PlantPro project aimed at researching the acceleration of an efficient green consumer behaviour transition in the food sector, with a major focus on more plant-rich diets. It is a research project funded by Innovation Fund Denmark which ran from the first of April, 2021 to December, 2024. Social scientists focusing on the food sector from three Danish universities, including Aarhus University, Copenhagen Business School, and the University of Copenhagen, collaborated with 16 partners – sector representatives from large and small companies, retailers, NGO´s, think tanks, and network organisations. As such, the project is unique in its focus on market and behaviour, and the way it brings together a broad range of stakeholders.
The research in the project explored previous and ongoing food sector transitions, consumer-citizen behaviour changes and perception across different segments, and the actions to nudge, inform, or motivate behaviour change in different public and private choice contexts. This research was built on well-studied theories of sector sustainability transitions and social tipping, as well as a broad range of behaviour change theories. Diverse methods were used, ranging from case studies and expert interviews, to repeated representative surveys following trends over time, and experimental online surveys looking at specific mechanisms of change, to finally lab and real-life experiments looking at household, canteen, and supermarket behaviours.
As a practical implication, the project delivers a catalogue of marketing and policy actions that can contribute to accelerating an efficient green consumer behaviour transition in the food sector. We list and describe this catalogue on the next pages.
We have three major conclusions. The first is about the status of change. The second is about the road from here. The third is about the range of actions for both immediate and sustained effects
Digital educational portals in use in Danish literature teaching – An empirical study of literature didactic activities from publisher-produced learning materials to teaching in lower secondary school
No full textI perioden 2012-2017 fandt en omfattende digitalisering af læremidler sted i Danmark, og de digitale fagportaler vandt indpas i folkeskolen. Portalerne tilbyder færdige undervisningsforløb samt årsplaner og er didaktisk designet med bestemte intentioner. Der mangler dog viden om, hvordan de bruges i danskfagets ældste klasser, hvor deres udbredelse er stor. Denne viden er vigtig, da forlagsproducerede didaktiske læremidler yder indflydelse på undervisningens indhold, når aktiviteter herfra anvendes.
I denne afhandling fokuserer jeg på analytiske og fortolkningsmæssige aktiviteter, da de spiller en central rolle i danskfagets litteraturundervisning. Analytiske aktiviteter kan eksempelvis vedrøre person- og miljøkarakteristikker, mens fortolkningsmæssige kan omhandle budskaber og temaer. Tidligere forskning har vist, at forlagsproducerede didaktiske læremidler til litteraturundervisning i de ældste klasser ofte er præget af en analytisk tilgang, hvor fortolkning spiller en mindre rolle. Det er imidlertid ikke undersøgt, hvordan denne prioritering afspejles i den faktiske undervisningspraksis i udskolingen. Med et stort fokus på analytiske aktiviteter får eleverne mulighed for at udvikle deres metasprog, men hvis fortolkningsaktiviteter træder for langt i baggrunden, er der risiko for, at eleverne ikke får arbejdet tilstrækkeligt med, hvad teksterne formidler om mennesket og verden. Med fokus på analyse og fortolkning i litteraturundervisning i udskolingens danskfag ønsker jeg derfor at undersøge, hvilke aktiviteter der foreslås, planlægges og gennemføres i tre 8. klasser, samt hvordan de vægtes. På denne baggrund tegner jeg et samlet billede af deres litteraturundervisning.
Jeg kortlægger, i et sociokulturelt perspektiv, samspillet mellem litteratur-didaktiske aktiviteter i læremidler fra fagportaler, planlægning og undervisning. En central analytisk distinktion er her mellem den intenderede undervisning (aktiviteter, som læremiddelforfatterne foreslår, og lærerne planlægger) og den realiserede undervisning (aktiviteter, der faktisk gennemføres i klasserummet). Distinktionen anvendes til først at adskille de tre empiriske nedslag og dernæst samle billedet. De intenderede og realiserede aktiviteter undersøges ved hjælp af et klassifikationssystem, som jeg udviklede abduktivt i analysen af empirien. Resultatet af dette arbejde blev ti begreber med tilhørende definitioner: oplevelse, erfaring, viden, forståelse, analyse, fortolkning, vurdering, perspektivering, rammesætning og evaluering. Ved at inddrage en bred palet af begreber muliggjorde denne teoretiske ramme en nuanceret undersøgelse af analytiske og fortolkningsmæssige aktiviteter, således at disse kunne kortlægges i samspil med andre, lige så væsentlige, aktiviteter i danskfagets litteraturundervisning.
Afhandlingen er baseret på et casestudie af tre 8. klasser, hvor jeg anvender en kombination af dokumentanalyse og analyse af videoobservationer til at kortlægge de foreslåede, planlagte og gennemførte aktiviteter. Dokumentanalysen kortlægger, hvilke aktiviteter læremiddelforfatterne foreslår i de forlagsproducerede didaktiske læremidler, og hvilke aktiviteter lærerne planlægger til undervisningen, samt hvordan aktiviteterne vægtes. Analyserne af videoobservationerne kortlægger, hvilke aktiviteter der gennemføres i undervisningen i praksis, og hvordan de vægtes. Jeg analyserer den samlede empiri gennem en kvantitativt inspireret kvalitativ indholds-analyse, hvor undervisningsaktiviteterne kodes i forskellige kategorier for at identificere mønstre inden for og på tværs af de tre cases mellem den intenderede og den realiserede undervisning. Denne tilgang muliggør en systematisk sammenligning mellem de tre nedslag i empirien, der hver især repræsenterer et aspekt af processen fra læremiddel til undervisning, nemlig begyndelsen, midten og slutningen.
Resultaterne i undersøgelsen indikerer, at i læremidlerne vægtes analytiske aktiviteter højere end fortolkningsmæssige, der spiller en mindre rolle. I praksis vægter lærerne dog aktiviteter, der er orienteret mod basal forståelse, i højere grad end analytiske og fortolkningsmæssige, med henblik på, at eleverne får styr på tekstens handling (f.eks. resumé og genfortælling). Disse resultater tegner et billede af en litteraturundervisning med forlagsproducerede didaktiske læremidler, hvor arbejdet med, hvad teksten siger, prioriteres højere end, hvordan den virker, og hvad den betyder. På den ene side er konsekvensen for danskfaget i de 8. klasser, at eleverne får begrænsede muligheder for at udvikle deres litterære kompetence. På den anden side er en grundlæggende forståelse af teksten en forudsætning for elevernes analytiske og fortolkningsmæssige arbejde – og hvis eleverne er udfordret på deres læseforståelse, er det basale forståelsesarbejde derfor nødvendigt. Disse fund rejser spørgsmål om, hvad der er den mest hensigtsmæssige balance mellem aktiviteter, som har til formål, at eleverne arbejder med forståelse, analyse og fortolkning.
Overordnet bidrager afhandlingen til indsigt i samspillet mellem forlagsproducerede didaktiske læremidler, planlægning og undervisning. De konkrete bidrag består i seks peer-reviewed artikler, der med forskellige snit peger på, at basal forståelse prioriteres over analyse og fortolkning i de tre 8. klasser samt en begrebsliggørelse af de fællesskaber, hvori dette litterære arbejde foregår: forståelsesfællesskaber. Det metodiske bidrag er en kodemanual til kvalitativ indholdskodning af læremidler og litteraturundervisning til læremiddel- og litteraturdidaktisk forskning samt undervisning på læreruddannelsen.Between 2012 and 2017, Denmark experienced an extensive digitalization of learning materials, with digital educational portals gaining significant ground in primary and lower secondary school. These portals provide ready-made teaching courses and annual teaching plans, designed with specific didactic intentions. However, little is known about how these materials are used in the upper grades of Danish language arts, where their prevalence is high. This knowledge is important, as publisher-produced didactic learning materials influence the content of teaching when their suggested activities are applied.
In this dissertation, I focus on analytical and interpretive activities, as they play a central role in literature teaching within the Danish subject. Analytical activities might include character or setting analysis, while interpretive activities can concern messages and themes. Previous research has shown that publisher-produced didactic learning materials for literature teaching in the upper grades often adopt an analytical approach, where interpretation plays a minor role. However, it has not been investigated how this prioritization is reflected in actual teaching practices in lower secondary school. A strong focus on analytical activities provides pupils with opportunities to develop their metalanguage, but if interpretive activities are pushed too far into the background, there is a risk that pupils will not sufficiently engage with what texts convey about human beings and the world. Focusing on analysis and interpretation in literature teaching in lower secondary Danish, I thus aim to investigate which activities are suggested, planned, and conducted in three 8th-grade classes, as well as how these activities are prioritized. On this basis, I provide an overall picture of their literature teaching.
Adopting a sociocultural perspective, I map the interplay between literature-didactic activities in learning materials from educational portals, lesson planning, and classroom teaching. A key analytical distinction is made between intended teaching (activities suggested by the learning material authors and planned by the teachers) and enacted teaching (activities actually carried out in the classroom). This distinction is used to first separate the three empirical foci and then synthesize the overall picture. The intended and enacted activities are analyzed using a classification system developed abductively from the empirical data. The result of this work was the development of ten concepts with accompanying definitions: perception, experience, knowledge, understanding, analysis, interpretation, evaluation, contextualization, framing, and assessment. By incorporating a broad palette of concepts, this theoretical framework enabled a nuanced exploration of analytical and interpretive activities, allowing them to be mapped in interaction with other equally important activities in literature teaching.
The dissertation is based on a case study of three 8th-grade classes, where I use a combination of document analysis and video observation analysis to map the suggested, planned, and enacted activities. The document analysis maps which activities the authors of the didactic learning materials suggest, which activities the teachers plan for the lessons, and how these activities are prioritized. The video observation analyses map which activities are carried out in practice and how they are prioritized. I analyze the combined data through a quantitatively inspired qualitative content analysis, in which the teaching activities are coded into different categories to identify patterns within and across the three cases between intended and enacted teaching. This approach enables a systematic comparison between the three empirical points, each representing an aspect of the process from learning material to teaching practice, namely the beginning, the middle, and the end.
The study’s findings indicate that in the learning materials, analytical activities are prioritized over interpretive ones, which play a minor role. In practice, however, teachers tend to prioritize activities oriented toward basic understanding rather than analytical and interpretive activities, with the aim of ensuring that pupils understand the text\u27s storyline (e.g., summaries and retellings). These findings depict literature teaching using publisher-produced didactic learning materials where working with what the text says is prioritized over how it works and what it means. On the one hand, the consequence for Danish (L1) in these 8th-grade classes is that pupils have limited opportunities to develop their literary competence. On the other hand, a basic understanding of the text is a prerequisite for pupils’ analytical and interpretive work – and if pupils struggle with reading comprehension, this foundational work becomes necessary. These findings raise questions about what constitutes the most appropriate balance between activities aimed at understanding, analysis, and interpretation.
Overall, the dissertation provides insights into the interplay between publisher-produced didactic learning materials, planning, and classroom practice. The specific contributions consist of six peer-reviewed articles, each highlighting from different angles that basic understanding is prioritized over analysis and interpretation in the three 8th-grade classes, as well as a conceptualization of the communities in which this literary work takes place: communities of understanding. The methodological contribution is a coding manual for qualitative content coding of learning materials and literature teaching for research in learning material and literature didactics, as well as for use in teacher education
Læselyst Rudersdal 2024. En systematisk undersøgelse om læselyst og læseglæde blandt alle folkeskoleelever i Rudersdal Kommune
No full textLæselyst Rudersdal 2024 er inspireret af den internationale læseundersøgelse PIRLS (Progress in International Reading Literacy Study) og undersøger elevernes læselyst og -glæde og konteksten for denne gennem spørgeskemaundersøgelser blandt alle folkeskoleelever i normalområdet i Rudersdal Kommune og blandt deres forældre, hvorved udviklingen fra 0.-9. klasse kan belyses og sammenstilles med baggrundsfaktorer i hjemmet. Derved tegnes et øjebliksbillede af status på læselyst og -glæde i kommunen i og på tværs af klassetrin og folkeskoler.Undersøgelsen er initieret af Aarhus Universitet og Rudersdal Kommune i fællesskab. Aarhus Universitet har en forskningsmæssig interesse i elever i grundskolens læselyst og -glæde og udvikling heraf over klassetrin, mens Rudersdal Kommune har en interesse i ny viden og udvikling inden for kommunens folkeskoleelevers læselyst og -glæde på tværs af klassetrin med henblik på fremadrettet bedre at kunne understøtte denne.
Excluding knowledge: Internationalization between usefulness and ethics
Full text link“Internationalization and social practice in the field of higher education in Denmark”As part of a larger project, the set task of the thesis is to explore recognition, acknowledgement and negotiation of knowledge in the international classroom. The project the thesis is part of, “Internationalization and social practice in the field of higher education in Denmark” aims to explore internationalization at Aarhus University as multifaceted and multilevel practices. The larger project draws upon data from five different international programs and combines survey data, observations, interviews and policy research. Besides my project, the larger project researches internationalization history and policy in Denmark, lecturers’ perceptions of international students and pedagogy in the international classroom, and a prosopography of students attending international education in Aarhus. Mythesis focuses particularly on three of the five international master programs.The programs have been selected to cover different disciplines and different approaches to internationalization. Data has been produced through non-participant observations of classroom interactions and semi-structured interviewswith students from the three programs. In the analysis, results from other projects are also included to describe how knowledge-encounters unfold in the international classroom.The project was funded by the Danish Research Council, FKK. I thank FKK for the funding. I also thank all the students and lecturers who agreed to participate in the project and who have been very generous with their time, information, and insights into moments that are valuable to the research, but on occasions very sensitive to the participant
Eccentric Enactments: Naturkraft as Non-Formal Sustainability Education in the Anthropocene
Full text linkThis dissertation presents an exploration of the Danish non-formal sustainability education project Naturkraft. The Naturkraft project develops and – since 2020 – operates a nature science centre by the name Naturkraft in the Ringkøbing-Skjern Municipality on the Danish west coast. This dissertation is based on an ethnographic field study conducted in and around the Naturkraft project between February 2020 and September 2021. The focus of the exploration is to understand the Naturkraft project as a way of \u27enacting\u27 non-formal sustainability education in the Anthropocene. Accordingly, the dissertation seeks to open new perspectives on sustainability educational thought, research, and practice in relation to Anthropocene challenges.
The dissertation situates itself within the research field of environmental and sustainability education (ESE), with a particular focus on non-formal education forms and the thematization of Anthropocene issues in pedagogy and education. This implies, on the one hand, a broad understanding of \u27education\u27 that extends beyond formal education institutions and rationales. On the other hand, it implies understanding sustainability perspectives in Naturkraft from a socioecological perspective, with theoretical attention to material, embodied, and imaginary aspects of the educational situations the project frames. Drawing on thinkers such as Deleuze & Guattari, Anna Tsing and colleagues, Timothy Morton, Elizabeth Ellsworth and George Marcus, the dissertation proposes the concept of eccentric education as a way to consider and discuss the mode of sustainability education in Naturkraft
Social Commissioning: A relational approach to social value creation in the built environment
No full textThis thesis is the product of an industrial Ph.D. that explores social value creation in the built environment in Denmark through a relational lens. Based on a multi-sited ethnographic approach, the studies focus on the ways in which social values are articulated and enacted in relation to the built environment and provide new perspectives to challenge existing practices in the building industry as well as approaches to social value creation in existing building performance research.
The main contribution of the thesis to existing research is showing how a relational approach to value presents an alternative to the essentialist logic that dominate current practices. This relational values approach has the potential to deal with the complexity and ongoingness of social values in ways that the current practices and value framings cannot. If we want to understand and work with social aspects of building performance, and support social value creation in the built environment, we need to view buildings and values relationally, rather than as static entities with a defined set of attributes that can be measured and evaluated in absolute numeric values
Wanderlust on a warming planet: Exploring climate-friendly prac
No full textIn a context of escalating climate crisis, this dissertation delves into one of the most carbon-intensive consumption practices people in affluent countries like Denmark increasingly take part in: vacations. Seeking to identify emerging dynamics of climate-friendly practice change and potentials and impediments for further change, it asks: how do Danish young adults learn, perform, and picture vacation practices in times of climate crisis, and which sociocultural and mediatised dynamics can support climate-friendly practice change?
It explores these questions from a practice-theoretical perspective through focus groups, longitudinal interviews, and digital ethnography with 36 young Danes between the age of 18 and 29. Seeking a broader view of social change dynamics than existing practice-theoretical studies, it includes perspectives on learning dynamics and social media and their potential roles in climate-friendly practice change.
The dissertation’s findings show that situated performances hold potential for causing practice change through mediatised and embodied communities of practice. The findings suggest that situated and collective change dynamics could valuably be better included in practice-theoretical efforts to foster and support climate-friendly practice change, which currently ascribe most of the agency for change to policymakers. In a context of escalating climate crisis, this dissertation delves into one of the most carbon-intensive consumption practices people in affluent countries like Denmark increasingly take part in: vacations. Seeking to identify emerging dynamics of climate-friendly practice change and potentials and impediments for further change, it asks: how do Danish young adults learn, perform, and picture vacation practices in times of climate crisis, and which sociocultural and mediatised dynamics can support climate-friendly practice change?
It explores these questions from a practice-theoretical perspective through focus groups, longitudinal interviews, and digital ethnography with 36 young Danes between the age of 18 and 29. Seeking a broader view of social change dynamics than existing practice-theoretical studies, it includes perspectives on learning dynamics and social media and their potential roles in climate-friendly practice change.
The dissertation’s findings show that situated performances hold potential for causing practice change through mediatised and embodied communities of practice. The findings suggest that situated and collective change dynamics could valuably be better included in practice-theoretical efforts to foster and support climate-friendly practice change, which currently ascribe most of the agency for change to policymakers.